Investigation And Intervetion Of English Learning Strategies Employed By Grade-Six Students In PrimarySchool

As the researches of language psychology and educational psychology displayed, the acquisition and application of English learning strategies help to improve the ability of using English. In the weakness of previous researches, this study is designed to answer the following questions:(1) What are the general characteristics of learning strategies used by grade-six students in primary school? (2) What is the relationship between academic achievements and the strategies used? (3) What is the effect of strategy training on English learning? (4) Can strategy instruction and training help high-grade learners improve their English performance?By adopting questionnaire survey and educational experimentation, the study shows that:(1) English learning strategies employed by the Grade-Six students consist of cognitive, control, communicative and resource strategies. The questionnaire which consists of 24 items can demonstrate the four strategies with high reliability and validity. (2) The grade-six students use learning strategies in their language learning, but not frequently. Resource strategies were the most frequently used category of strategies, followed by cognitive and communicative strategies. Control strategies were the least frequently used by participants in the study. There are three concrete characteristics. Firstly, teachers play a great role in the aspect of students’ acquiring, choosing and using strategies. Secondly, students usually pay more attention to concrete strategies closely associated with their learning procedures, such as looking up dictionaries, repeating and imitating new words, etc. Thirdly, the scores of high-score group on the strategies are higher than those of low-score group.High-score students use English learning strategies more frequently and better than the low-score students. (3) It has positive effect on the English learning achievement by strategies intervention training. The result showed that English achievements in experimental classes are significantly higher than control class.